Motivation in EFL classrooms: a review with a focus on young adult learners.

Resumen

This review article examines the crucial role that motivation has in English as a Foreign Language (EFL) classrooms, with a specific focus on young adult learners. Through a comprehensive literature review, key theories and research findings were analyzed to elucidate the factors that influence motivation in language learning and their impact on young adults' language acquisition. Integrative motivation, driven by the desire to combine with the target language community, appears as a vital factor influencing language learning success among young adults. Dörnyei's Motivational Self System emphasizes the importance of learners envisioning their ideal L2 selves and setting language learning goals aligned with personal aspirations. Goal-setting and self-regulation strategies are identified as significant contributors to intrinsic motivation and enhanced language proficiency. Moreover, the Affective Filter Hypothesis sheds light on the connection between motivation and learners' emotional state, highlighting the role of motivation in lowering affective filters and facilitating language acquisition. Practical suggestions for EFL teachers are presented, supporting engaging and empowering language learning environments, clear goal setting, promoting learner autonomy, and addressing affective factors to reduce anxiety. By incorporating insights from motivation theories and research, educators can create motivating language learning experiences for young adult learners, fostering their language proficiency and communication skills.